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    Morley 3rd Ed Apple Chapter

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    25 views7 pages

    Morley 3rd Ed Apple Chapter

    Uploaded by

    mamandawe
    Morley 3rd Ed Apple Chapter

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    activites inthe ESL or EFL ume, Listening must go far beyond oni tape 4 day iragraph or tv ead follwet by asec Mat questions about he fatal content EsdenanDe in the Tiening. comprehen pose of oalcomumtniaton nthe rel world Simple ex enjoring sociable conversation) or i tna be sery complex understanding ins any Hsening comprehension activity planned for am outcome. Participants altemate roles of speakersender and fienerrecelver, Oneenay mt requires one etve participant (a lstenervecciver) one longeliance parce pant faspeakerseder) citer lve” or recorded, What i an oxtom Acconding to Sica (4988) an outcome a ral task dt people can enon thersees doing and accomplishing 1 bh wos a cnewayecmminicaton ie tening compreenson acts Six broad. eaegorcs of outcome are dis ed below Each of one, cam be said wich can be modied to sit a given stem group. Leson outcomes can be graded voard fatal expansion of fey, complex, and increasing performance expectations orate actviy may be overwhelming. Any outcome can hewsed at any age as long a kit part ofa task thats appropriate to the age, interest and lane true proitency level ofthe learners There is ovetap between some outcome teachers in developing class or lieing brary Outcome 1. Listening and Performing Actions and Operations This category includes responses to things such as directions, instructions, and descriptions in a variety of contexts. Examples include listening and © Drawing a picture, figure, or desiga, © Locating routes of specific points on a map. = Selecting a picture of a person, place, or thing from description. = Identifying a person, place, or thing from description. Performing hand or body movements as in songs and games such as “Simon Says" or “Do the Hokey Pokey. Operating a picce of equipment such as a camera, a recorder, a microwave oven, oF a pencil sharpener: = Caring out steps in a process such as a math problem, a science experiment, or a ‘cooking sequence. Outcome 2. Listening and ‘Transferring Information Two kinds of information transfer are featured! spokensowritten (ie., hearing information and \riting it) and spoken-fospoken (ie. hearing infor ‘mation and wansmitting iin speech) Spokento-written ‘The following are some active ties for spokensonitten practice Listening and taking a message (in person ‘or by telephone) by transcribing the entire message word for word if itis very short or by writing down a Hist of the important items if itis long: the purpose is to give another person a clear sense of the message. © Listening and filling in blanks in a gapped story game in order to complete the story = Listening and completing a form or chast in ‘order to use the information for a later pur- pose, such as making a decision or solving a problem. © Listening and summarizing the gist of a short story, report, or talkin order to report ito a thied person, ‘Aural Comprehension Instruction: Principles and Practices 9 1 Listening wo a “how 1" talk and writing an touine ofthe sep in the sequence (eg Row 1 cook something, ew to wea pices teqlpmen: howto lay game) nore ‘meng ou the acon Teng to. alk or lecture and taking notes inde to we the information ltet for some a purpose A popular activity called jigsaw listening is suggested by Geddes and Sturtridge (1979). In ‘one form of jigsaw listening, small groups of st dents listen to different parts of a set of infor- mation and write down the important points of their portions. Then they share their informa. tion with other groups so that a story or a sequence of actions can be completed, a prob- em soved, or a decision made. Spoken-to-spoken Jigsaw listening also can be used with a spokento-spoken transfer of infor mation. Other activities in this mode are the following: = Listening to directions, then passing them along to a third person who must use the information to carry out a task, = Listening to part of a story and repeating it to others, (For examples see Davis and Rinvolueri 1988, pp. 29-30 and Morley 1984, pp. 68-69.) Outcome 3. Listening and Solving Problems Many kinds of activities for either groups or indi viduals ean be developed in this eategory. One is ‘games and puzzles: | Word games in which the answers must be derived from verbal clues. = Number games and “story problems. = Asking questions in order to identify some- thing, as in “Twenty Questions" or “Animal, Vegetable, or Mineral = Classroom versions of “Password,” “Jeopards;” or “Twenty Questions’ in which Careful listening is critical to the successful completion of the game. arithmetic = Minute mysteries in which students, listen- ing to the teacher or a tape, read a very short mystery story; this can be followed by small group work in which students formu late solutions. A jigsaw mystery in which exch group listens to a tape which provides one of the elves Groups then share information with every: ‘one in order to solve the mystery More demanding varieties of problem solving are found in riddles, logic puzzles, and other intellectual problem-solving activities, Real-world problems can include: = Comparison shopping tasks using recorded conversations for practice (e.g., asking for prices from several rental car agencies, florist shops, or barber shops, then choos- ing the best bargain), followed by similar ficld trips Short descriptions of court cases, with lsten- fers asked to make a decision and defend it Field trips can be assigned in which pairs of stu dents go out to do comparison shopping for products or services, then report back (© the entire class. Outcome 4. Listening, Evaluating, and Manipulating Information These outcomes are intellectually challenging fones in which the listener evaluates and/or ‘manipulates the information received in some ‘manner, Lesson activities for individual, pairs, for small groups can take many directions, including the following: = Writing information received and review ing it in order to answer questions or solve a problem, = Evaluating information and reviewing it in ‘order to make a decision or develop a plan of action. = Evaluating arguments in order to take a position, Evaluating cause-and-effect information, = Making. predictions from information received. Unit IEA. Language Skl/Listening # Summarizing or giving the gist of informa tion received. valuating and combining or condensing information = Evaluating and elabo information. ng or extending © Organizing unordered information into a pattern of orderly relationships: chronolog- ical sequencing, spatial relationships, cause-and-effect, or problemsolution. jeld trips are challenging and useful for intermediate and advanced leamers. Students can be asigned factfinding, information gathering tasks for panel presentations or use ina project. At more ackanced levels, preparing for and carrying ‘out a debate o discussion assignment on cur rent local, national, or international issues ean use both aural and written information and involves the student in evaluating and manipu- Tating information. Outcome 5. Interactive Listening- and-Speaking: Negotiating Meaning through Questioning / Answering Routines: Here the focus of the outcome is on both the product of ng information and the [process of negotiating meaning in Ini reciprocal listener speaker exchanges. Init in sinall groups, (Le, four to ten students), one student can give a brief presentation sucht as a short set of locally relevant announcements, fiveminute “howto” talk, a personal story or aneedote, oF an explanatory talk using vista ails, (See Morley 1992.) . ther during or immediately after the pres- ‘each listener is required to ask at least fone question in a questioning/answering rou Ac first listeners can be given a card listing. {question type and asigned the responsibility for asking that kind of question. The listener questioner must continue with follow-up ques. tions as necessiry until both participants are satisfied that clear meaning has been negotiated. This me ans that the speaker is also a listener and ‘Aural Comprehension Instruction: Principles and Practices, strates the importance of n and how much time and energy must sometimes be expended in order toa eaning types used, Som must keep questioning the listener-

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